Attention Deficit Hyperactivity Disorder: Concerns and Issues

Montague, Marjorie; Castro, Marcelo

doi:10.4135/9781848608146.n25

Cited by 4 publications

(3 citation statements)

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“…Thus, there seems to be a lack of representative data concerning the extent to which such classes are established, why they are established, the experiences of having such classes, and how the learning environments within these classes are designed. It is well known that almost all students with ADHD have problems in school (Corkum, McGonnel and Schachar 2010;Miranda, Jarque and Tarraga 2006;Montague & Castro 2005), and this is not surprising, according to Prosser (2008), as the symptoms are the opposite of known success factors in school (Harwood and Allan 2014;Hinshaw and Scheffler 2014). A national survey in the United States (Schnoes, Reid and Harder 2006) showed that the majority of students with ADHD spend most of their time in regular classrooms.…”

Section: Prior Researchmentioning

confidence: 99%

The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system

Malmqvist

Nilholm

2016

Emotional and Behavioural Difficulties

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The neuropsychiatric paradigm has substantial impact on schools. The increase in the number of pupils being diagnosed with attention-deficit/hyperactivity disorder (ADHD) is an expression of the medicalization of deviance. There is also an increase in educational classes specially designed to meet the needs of children with ADHD. This is contrary to the notion of inclusion and in conflict with the Swedish school law. Thus, it is important to obtain knowledge about Swedish ADHD classes.A questionnaire was sent to all Swedish municipalities (290, response rate 76%) regarding schooling for pupils with ADHD. As many as 40 Swedish municipalities have classes specifically designed for pupils with ADHD.Although the classes are said to be specifically designed for ADHD problems, they are not properly evaluated. Municipalities with ADHD classes also exhibit ambivalence towards these classes. The emergence, prevalence, and functioning of the ADHD classes is discussed in light of the notion of inclusive education.

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Section: Prior Researchmentioning

confidence: 99%

The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system

Malmqvist

Nilholm

2016

Emotional and Behavioural Difficulties

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“…In epidemiological studies with normal population, teachers stated that almost half of the boys in an average class were inattentive and slightly more than a quarter of the girls. In a clinical setting, attention problems prevail over other disorders by between 3 and 5% (Montague & Castro, ), and in some cases, up to half of the children who are referred for evaluation are eventually diagnosed with some sort of attention deficit disorder. Providing special education is a key factor to tackle this problem.…”

Section: Introductionmentioning

confidence: 99%

Educational games based on distributed and tangible user interfaces to stimulate cognitive abilities in children with ADHD

Guía¹,

Lozano²,

Penichet³

2014

Brit J Educational Tech

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Children with attention deficit hyperactivity disorder (ADHD) experience behavioural and learning problems at home and at school, as well as a lack of self-control in their lives. We can take advantage of the evolution of new technologies to develop applications with the aim of enhancing and stimulating the learning process of children with ADHD. In addition, these applications may help teachers and therapists to track the progress of the children. In this paper, we present a novel software system with new interaction mechanisms with the aim of improving memory and attention in children with ADHD. The system is based on a set of collaborative games developed in a novel multi-device environment applying the distributed user interface paradigm together with tangible user interfaces (TUIs). The interaction with the system is very intuitive and simple as children interact directly with known physical objects used as TUIs instead of using the mouse and the keyboard. In this way, children can play while moving around the room and interact with the games that are projected on the wall.

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“…In epidemiological studies with normal population, teachers stated that among the inattentive children almost half of them were boys and quarters were girls. In the clinical setting, attention problems have prevalence between three and five percent [1], but just half of the children are diagnosed through clinical evaluation. Providing special education is a key factor to tackle this problem.…”

Section: Introductionmentioning

confidence: 99%

Stimulating Capabilities: A Proposal for Learning and Stimulation in Children with ADHD

Guía¹,

Lozano²,

Penichet³

2012

Proceedings of the 1st International Workshop on Interaction Design in Educational Environments

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Children with ADHD (Attention Deficit Disorder and Hyperactivity) experience behavioral and learning problems at home, at school and a lack of self-control in their lives. We can take advantage of the evolution of new technologies to develop applications with the aim of enhancing and stimulating the learning process of children with ADHD. In addition these applications may help teachers and therapist to monitor and control the children improvements. In this paper we present a software system based on games to improve the memory and language abilities in children with ADHD. The collaborative games are developed in a Multi-Device Environment applying the Distributed User Interfaces (DUI) paradigm. The interaction with the system is very intuitive and simple. The user only has to bring physical objects, with RFID technology integrated inside closer to a mobile device. In this way children can play from anywhere in the room and interact with the games projected on the wall.

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Attention Deficit Hyperactivity Disorder: Concerns and Issues

Cited by 4 publications

References 0 publications

The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system

The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system

Educational games based on distributed and tangible user interfaces to stimulate cognitive abilities in children with ADHD

Stimulating Capabilities: A Proposal for Learning and Stimulation in Children with ADHD

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